ELA+2+Lesson+24


 * Topic: Traditional tales **

RL.2 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 4.Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. W.2 2.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 8.Recall information from experiences or gather information from provided sources to answer a question. RF.2 c. Decode regularly spelled two-syllable words with long vowels. f. Recognize and read grade-appropriate irregularly spelled words. b. Know spelling-sound correspondences for additional common vowel teams. W.2 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SL.2 a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Cause and effect
 * Irregular action verbs
 * Research a report
 * Antonyms


 * Suggested additional readings: **
 * __Quinn and Penny Investigate How to Research__ by Thomas Kingsley Troupe
 * __Rappin' Ronni, Research Rat__ by Michael and Valerie Charbeneau
 * __If You Were an Antonym__ by Nancy Loewen
 * __Exactly the Opposite__ by Tana Hoban
 * __Stop and Go, Yes and No: what is an antonym?__ by Brian P. Cleary


 * Resource links: **
 * Journeys lesson activities
 * Study Zone - antonym page
 * International Students - online antonym/synonym practice activity
 * Meet Me at the Corner - video tour of The Palomar Observatory

Student learning outcome: Identify explicit cause-and-effect relationships in fiction. Duration: approximately 50 minutes Necessary materials:
 * Activities: **

//Provided//:
 * Everyday causes and effects chart
 * Guided practice example chart
 * Independent practice worksheet

//Not Provided//:
 * __Alexander and the Terrible, Horrible, No Good, Very Bad Day__ by Judith Viorst
 * Chart paper
 * Markers
 * Lesson plan

Teacher will explain the relationship between causes and effects in everyday life and in literature. Teacher will introduce the “Everyday Causes and Effects Chart” and read it aloud (Direct Teaching Teacher Example Chart is provided in Teacher and Student Materials below). Teacher will tell students that as we read the book __Alexander and the Terrible, Horrible, No Good, Very Bad Day__ by Judith Viorst, we will match the cause-and-effect relationships. Ask: "How did I match each cause to the correct effect?" Students should respond that you thought about how they are related and matched the causes and effects based on what made sense. Teacher and students will work together to match the causes and effects from the book, stopping at page 13. (Guided Practice Teacher Example Chart is provided below.)
 * ===DIRECT TEACHING===
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * ReadWorks - cause and effect chart

Students will listen as the rest of the book is read aloud. They will match the causes to the effects from the rest of the book. (Student Independent Practice is provided below.)
 * **ASSESSMENTS**
 * ===INDEPENDENT PRACTICE===

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